8. Will the Minister make a statement on specific Welsh Government initiatives to narrow the poverty gap in student attainment following the pandemic? OQ58537

Yes. My statement to the Chamber in March and the speech that I gave to the Bevan Foundation in June set out my intention to tackle the impact of poverty on attainment, and I've put in place a range of measures to realise this objective, from introducing attainment champions to exploring ways to incentivise teachers to work in the most disadvantaged areas.

Thank you very much for that response, Minister. I very much welcome the statement that the Minister made some months ago, and it would be useful to hear an update from the Minister on the progress that's being made, to ensure that children and young people from all backgrounds have an equality of opportunity to progress their education. We all know and we're all aware that children who come from particularly difficult and deprived backgrounds have suffered during the pandemic, and have seen that attainment gap widen. You were very bullish, if you don't mind me saying so, Minister, that you are able to narrow this attainment gap in the future, and I hope that your optimism is well placed. But can you provide us with further updates to ensure that all of us here understand the work that the Welsh Government is doing to narrow the attainment gap, and to ensure that everything is done that's possible to be done to ensure that children that we all represent who come from the most difficult backgrounds have the opportunity that we would all want them to have in achieving their potential?

I couldn't agree more with the Member. Our strategy's called 'High Standards and Aspirations for All', and that's to recognise that every single learner, regardless of their background, is entitled to have a school system that encourages their aspiration and gives them the best possible opportunity at fulfilling their potential.

The range of measures that I set out, both in March and June, support teachers in developing their practice to support disadvantaged learners: some of that is about initial teacher education; some of it is about our new professional learning programmes; some of it is about a focus at a leadership level, on leadership strategies in schools, to support teachers; and some of it is about getting teachers to work in the schools that most need the skills of the best teachers. But there are also a number of interventions specifically to support learners directly: some of that's about reading and oracy, and you will recall me talking about the language and literacy programme for an additional 2,000 young people, which Bangor University's working with us on, to support communication skills and reading skills. But there are some challenging discussions that we will need to have as well around the practice of setting in schools and at which point that is most appropriate. There's a broader discussion, I think, for us to have in relation to that.

The key, I think, in relation to both sets of measures that I set out is that they're a whole-system approach. It's a focus from early years, through to the schools and through further education, higher education and lifelong learning, and that common objective across the system, I think, is the key to making progress in this area. The school system, the education system, cannot do this on its own, but there are certainly things that we can do to contribute to closing the attainment gap. I am planning on bringing forward a statement before the end of this term, updating Members on where we are in relation to each of these initiatives.